»py 1 



Industrial Subjects 

JNA 

Part-Time or 
Continuation School 



^ 



ROBERT H. RODOERS 

and 

OAKLEY FURNEY 



INDUSTRIAL SUBJECTS 



IN A 



PART-TIME OR CONTINUATION SCHOOL 



ROBERT H. RODGERS 

Specialist in Industrial Education and Teacher Training 
New York State Education Department 



AND 



OAKLEY FURNEY 

Specialist in Part-Time Education 
New York State Education Department 



Published By • 
C. F. Williams & Son. Inc. 
Albany, N. Y. 






In presenting this monograph the authors wish to give due credit for 

valuable suggestions and criticisms to, — 
Bruce Publishing Company, Milwaukee, Wis. 
Claude L. Kulp, Director of Industrial Arts, Ithaca, N. Y. 
Federal Board for Vocational Education, Washington, D. C. 
Miss Mary Muldoon, Director of Part-Time School, Waverly, N. Y. 



Copyright, 1922 
Fred A. Williams 

JUL 12^J22 

(0)Cr.AK74889" 



TABLE OF CONTENTS 

1. The Problem 

2. The Significance of Occupational Facts 

3. The Industrial Survey and the Job Analysis 

4. The Objectives of Industrial Subjects 

5. General Organization of Industrial Subjects 

6. Plant and Equipment 

7. Organization of Courses of Instruction 

8. Trade Preparatory or Extension Work in the Part-time School 

9. Teaching English, Mathematics, Science, Hygiene and Social Science 

10. Suggestions on Methods of Instruction 

11. Summary 

12. Bibliography 



4 

THE ORGANIZATION AND TEACHING OF INDUSTRIAL 

SUBJECTS IN A PART-TIME OR 

CONTINUATION SCHOOL 

1. The Problem 



Part-time education is confronted with the immediate problem of demon- 
strating that it is a service program of training of direct worth and value to 
the individual and to the community. Demonstrating the worth of a move- 
ment is not accomplished by mere propaganda but it is the resultant of com- 
munity understanding and appreciation and real accomplishment. The 
program of part-time education must provide for a movement in well de- 
fined directions. The material in this monograph is presented from the stand- 
point of definite educational possibilities for the various age groups return- 
ing to the part-time schools. It has to do with organization of a plan of 
work that aims to produce results in terms of recognized individual better- 
ment. It furthermore represents experiences developing from the inaug- 
uration of the part-time education movement in the State of New York. 

The development of the entire subject is based on certain fundamental 
theses : 

1. The children returning to part-time schools are wage earners in the 
vast majority of instances and are therefore more interested in in- 
struction of an occupational character than in instruction of an aca- 
demic nature. 

2. That the period between 14 and 16 years in the young wage earner's 
life is one requiring guidance, counseling and experience that will 
function in an intelligent selection of an occupation. 

3. Vocational experiences offered in specific occupations or groups of oc- 
cupations within the part-time schools afford a most effective oppor- 
tunity for vocational guidance. 

4. Vocational activities well organized and taught in part-time classes 
will equip the pupils with a certain amount of skill in basic jobs and 
give an understanding of fundamental related technical facts. 

5. Notwithstanding time limitations valuable instruction in fundamental 
jobs may be offered to students that is distinctly trade preparatory in 
character ; profitable work may also be given in related technical sub- 
jects that is manifestly trade extension in nature. 

II. The Significance of Occupational Facts for the 

Part-Time School Director and Teacher 

It is most trite to say that teachers and directors in the field of part-time 
education should know their communities. The amazing truth is, never- 
theless, that many of them do not know what is happening outside the walls 
of the school buildings. The occupational distribution of juveniles and 
adults in the community, and the character of the different occupations and 
their desirability from the standpoint of adult or juvenile employment, is 
information of prime importance with which the people in part-time educa- 
tion should be always familiar. 

The occupational facts are available and it requires very little effort to or- 



ganize them for use. The new United States Census is now available. 
Chambers of Commerce usually have a certain amount of information and 
in states where an industrial commission or labor department is maintained 
much valuable information is obtainable. The records of the part-time 
pupils afford a wealth of occupational information about juvenile employ- 
ment. The information on the personal records should be supplemented 
by the reports of those charged with the follow-up work. Every visit made 
to a place of employment should result, not only in securing the facts about 
an individual's work, but as much more information about the jobs in the 
entire plant as may be practical. A cumulative record of occupational in- 
formation should be built up as early as possible. Key notes of a success- 
ful part-time program are: (1) secure the occupational facts in your com- 
munity; (2) use the occupational facts intelligently. 

An illustration of the value of this information is found in the brief study 
of the occupational distribution in the cities of Albany and Schenectady. 
Employment conditions have not materially changed in these two places 
during the past ten years so that the 1910 census gave very usable informa- 
tion on the adult employments. Table I indicates very specifically the 
general distribution. 

TABLE I. GENERAL OCCUPATIONS OF TWO 

TYPE CITIES 

Albany 

Occupations Male Female 

All occupations 33344 12780 

Agriculture, forestry, etc 332 9 

Manufacturing and mechanical 13059 4011 

Transportation 5248 200 

Trade 5947 1132 

Public service 921 27 

Professional service 1781 1261 

Domestic and personal service 2622 4381 

Clerical 3419 1759 

Table II which follows indicates the major skilled and semi-skilled occu- 
pations in the field of the mechanical and manufacturing pursuits. 

The information disclosed by Table II should cause a supervisor or direct- 
or to at least hesitate about equipping general woodworking shops for the 
part-time students. 



Schenectady 


Male 


Female 


26438 


5873 


126 


7 


17020 


2005 


1630 


82 


2622 


432 


338 


3 


12r4 


529 


1240 


1699 


2133 


1116 



TABLE II. MAJOR SKILLED TRADES 

Albany — Schenectady — 

Fe- To- Fe- To- 

TRADES Male male tal Male male tal 

Bakers 293 29 322 101 7 108 

Blacksmiths and forgers 262 262 333 333 

Boiler makers 239 239 359 359 

Brick and stone masons 352 352 205 205 

Builders and building contractors .. . 293 5 298 251 1 252 

Carpenters 1209 1209 705 705 

Compositors, linotypers, typesetters. 458 18 476 124 19 143 

Dressmakers and seamstresses 1163 1163 1 396 397 

Engineers (stationary) 312 312 239 239 

Machinists, toolmakers, millwrights . 1004 1004 3934 3934 

Molders, founders and casters 362 1 363 564 564 

Milliners and millinery dealers 17 318 335 9 132 135 

Painters, varnishers, etc 676 1 677 420 9 429 

Pattern and model makers 31 4 35 242 1 243 

Plumbers and gas and steam fitters . . 545 545 255 255 

Sewers and sewing machine operators 29 708 737 2 111 113 

Tailors and tailoresses 428 105 533 139 14 153 

Tinsmiths and coppersmiths 99 1 ' 100 102 102 

Table III represents a study made of the 14 and 15 year old employed 
children attending part-time school in the two cities. 

TABLE III. OCCUPATIONS FOLLOWED BY 14 

AND 15 YEAR OLD CHILDREN 



Occupations Number 

Sales clerks 13 

Bundle wrappers 9 

Shipping clerks 6 

Delivery boys 23 

Messengers — office clerks 88 

Stenographers 2 

Newsboys 5 

Bell boys 3 

Telephone operators 1 

Domestic workers 17 

Factory workers 112 

Unclassified 

Totals 279 100.0 468 100.0 

Table III indicates very positively that children under 16 years of age are 
not in factories but are in juvenile occupations that present meager possibil- 
ities for promotion. 

Chart I which follows shows graphically the adult and juvenile occupa- 
tions and indicates an almost complete reversal on the part of the juveniles 
sometime after the sixteenth birthday. These facts should be very signifi- 



Percent 


Number 


Percent 


5.0 


29 


6.0 


4.0 


4 


.5 


2.5 


8 


2.0 


9.0 


8 


2.0 


28.0 


200 


43.0 


1.0 


3 


.5 


2.0 








1.0 


6 


1.0 


.5 


1 





7.0 


53 


11.0 


40.0 


70 


15.0 





86 


19.0 



cant to any school administrator and result in an organization that will aid 
these young wage earners to^make an intelligent transition. 



CH^ffT I 
7nc/us tr/<3^ on</ Com merc/cy/ Occupat/ohs 
/n Tl^'O 7'ype C/t/es 



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v22zzA 



The conclusions based on the foregoing chart and tables are: (1) juvenile 
employment is predominately in the commercial occupations; (2) adult em- 
ployment is largely in the manufacturing and mechanical occupations; (3) 
the juvenile and adult distribution indicates a complete change of occupation 
on the part of many juveniles sometime after the sixteenth birthday ; (4) the 
fact that many changes are made would seem to show that vocational guid- 
ance has a definite place in the part-time education program for the 14 and 
15 year groups: (5) the major adult occupational groups are disclosed and 
should have a bearing on the organization of courses of instruction. 

The illustration of the two type cities should indicate the value of occupa- 
tional facts. A program of public education will never be permanently 
established unless based on the facts pertaining to the community. The 
use of hypotheses should be eliminated from the practises of a part-time 
school administrator. His doctrine should be (1) get the occupational facts 
of the community; (2) use the facts intelligently for educational purposes. 

III. The Industrial Survey and the Job Analysis 
Before instructional material of a satisfactory kind related to the indus- 



tries of the community can be organized it is essential that the industries be 
surveyed. The procedure followed in the making of a survey is simple. Tht 
survey worker should first visit the administrative officers of the plants 
which it is desired to survey and obtain permission to make studies of the 
pay roll jobs in the plants. The purpose of the survey and the work of 
the part-time school should be explained to these individuals and their in- 
terest and cooperation secured. 

It is desirable with the help of the executive heads to make an organization 
and promotion chart for a typical industrial establishment of the type which 
is being surveyed. Such a chart should show the usual places of entrance 
and the regular lines of promotion for the principal divisions of the industry. 
The following diagram illustrates the idea mentioned. 

PROMOTION DIAGRAM 




SUPERINTENDENT 



Asst. Supenn+endent 



CARD ROOM 



Overseer 



1 Section Mon | 












Spinner 




Oiler 



Second Hond 

1 , 

Section Mon | 




|5ect!onMon (rVSSr) 



Enter 



R offer 
oving tAort 
Cleoner 



Enter here 



Scrubbers 
Sweepers 




Weavers 



tnter here • 



I Spare havxss 



tnter 



Slier 
Mill Mon 
Filling h'ian 



tnter here 



Diagram showing the usual places of entrance and the regular lints of promotion in the three mam divi- 
sions of the mill. Transfer from one department to another is unusual, and the promotions are consfn 
fluently within the same rooms. 



Next the names of the subordinate executives in the plants should be se- 
cured and these individuals should be interviewed and all of the general 
information regarding the industry which is needed should be obtained. 

Finally, each pay roll job should be studied. Exactly what the worker 
does should be noted, exactly what they need to know to do the job deter- 
mined, and the working conditions as to safety, sanitation, etc., recorded. 

A simple set of cards which can be used to record the results of the job 
studies have been devised and are here given. 

Card No. 1 

Job No 

GENERAL INFORMATION CONCERNING JOB OF 

1. Job Specifications (Requirements) 

a. Education (Grade Completed)- 

b. Physical Requirements 

2. Community Importance (Estimated) A, B, C, D, E, F * 

3. Employment, Steady or Seasonal (Check One) Wage $ . . Hrs. . . 

per week per week 

4. Working Conditions : 

a. Hygiene, A, B, C, D, E * 

b. Moral, A, B, C, D, E * 

c. Occupational Dangers 



d. Welfare Work Carried on by Employer, 



5. Expectation: 

a. Job, Permanent 

b. Job, Temporary 

c. Promotional Possibilities 

6. Labor Legislation particularly applicable to Job, as: prohibit- 

ive employment, hours of labor, operation of machines, 
physical examination, etc. (See bulletin. New York 
State Labor Law, 1920) 



*Remarks; A— 90-100: B— 80-90; C— 70-80; D— 60-70, etc.; Check 



(A-i; 



one. 



Card number one lists the points for the job inventory giving pay, pro- 
motional possibilities, working conditions and legal limitations affecting the 
job. 



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14 

IV. The Objectives of Industrial Subjects in the 
Part-time School. 

A previous section endeavored to establish the importance and need 
of vocational activities within the part-time school. What are some of 
the definite things that should result from the inclusion of this work as a 
specific part of the part-time school? The brief statistical study very 
clearly called attention to the fact that the 14 and 15 year old children were 
not in permanent employments. It therefore follows that the major ob- 
jective of the industrial subjects for those age groups may well be voca- 
tional guidance. The shops may be considered as industrial laboratories 
equipped with such tools, machines and material as will enable the prospec- 
tive adult wage-earner to gain a very practical, common sense insight into 
the work of the specific occupation or group of occupations. 

It also provides a form of educational activity for the young wage-earner 
that interests him because of its similarity to the activities with which he is 
surrounded in his daily work and the appeal which it makes to his native 
reactions. The shop, with its work as the source, will also provide for a 
great amount of instruction in mathematics, science, hygiene and safety, 
English, civics, history and industrial economics. In the shops organized 
for guidance purposes, the younger pupils will secure a certain amount of 
practical experience in the use of tools and materials on fundamental jobs 
in a number of occupations. The trade preparatory group will undergo 
certain practical experiences in a specific trade while the trade extension 
group will profit by technical training related to their trade. 

The objectives of the industrial subjects in the part-time school may 
then be thus summarized: 

1. To provide a practical form of vocational guidance in specific occupa- 
tions or groups of occupations. 

2. To provide a virile form of educational activity that will appeal to 
and immediately serve the young wage-earners. 

3. To utilize the industrial activities to vitalize the mathematics, science, 
hygiene and safety, English, civics, history and industrial economics. 

4. To provide for the 14 and 15 year old groups a limited amount of 
practical experience in the use of tools and materials on fundamental jobs 
in several occupations. 

5. To provide for pupils who are preparing for specific occupations a 
certain amount of practical experience in that specific field; for the pupils 
who are wage-earners, in their chosen field, related technical experiences 
that will supplement their training on the job. 

V. General Organization of the Industrial Subjects for the Accomplish- 
ment of the Vocational Guidance Objective 

The objectives have been set up and the next step is the organization of 
the program of work to bring about the desired results. The present 
organization of manual training or the industrial arts will not secure these 
results in the terms of the vocational guidance objective. An opportunity 
was offered in New York to verify this statement. Approximately 75 of 
the smaller cities made use of the existing high school departments and at- 
tempted through the regular teacher of that department to give the usual 
content of the courses in those subjects. It resulted in the part-time 
pupils receiving a small amount of practical work in general woodwork. 
It may have functioned in the field of general education, but it contributed 



15 

very meagerly toward any vocational guidance. Nondescript woodwork 
has no place in the part-time school. 

It has been stated earlier in this discussion that vocational guidance may 
be most effectively given by means of practical experiences in the various 
occupations. The manual training or industrial arts shop equipped for 
general woodwork was not successful in accomplishing the purpose. To 
secure the results that are expected of the part-time schools, the industrial 
activities should be organized around groups of trades. The following 
grouping is suggestive of the classification of the major skilled trades. Many 
other groupings in the field of textiles, clay and pottery, glass, and foods 
are possible. 
Building Trades 

Carpentry. 

Cabinet work and interior finishing. 

House wiring. 

Painting and decorating. 

Plumbing. 

Bricklaying and masonry. 
Metal Trades 

Machine shop. 

Sheet metal work. 

Welding. 

Toolmaking. 

Forging and drop hammer work. 
Electrical Trades 

Motor operation and repair. 

Power plant operations. 

Telephone work. 

Electrical street railway. 

Lighting work. 

Wireless work. 
Automobile Trades 

Motor work. 

Chassis and transmission work. 

Starting and lighting. 

Tire work. 
Printing Trades 

Composition. 

Presswork. 

Photo-engraving. 

Electrotyping. 

Book binding. 
Drafting Trades 

Machine. 

Architectural. 

Structural. 

Topographical. 
Every course that is organized must giye consideration to three factors: 
(1) the practical jobs; (2) the related technical work; (3) the related auxi- 
liary information. 

The practical jobs should in all cases be selected from the standpoint of 
contributing an accurate experience in the work of the trade or occupation. 
Failure to secure this type of experience defeats one of the major purposes 
of the instruction. 



16 

The related technical work which includes the science, drawing and mathe- 
matics should develop from the practical work being carried on in the shops. 

The related auxiliary information should also develop from the shop 
activities and be a definite part of a unified course. It should consist of 
safety and hygiene, trade terms, materials and equipment, and the voca- 
tional guidance facts. The last phase of the related auxiliary information 
is the one that has been least understood and appreciated. The following 
outline of topics is therefore presented for the vocational guidance material. 

Function of the Occupation. 

Relation of the specific occupation to the other trades in the trade group. 

Importance of the Occupaiion. 

Numerical place the occupation tills, locally and nationally. 
Value of product turned out locally and nationally. 
Comparisons with other occupations — use graphs. 

Conditio7is of Employment. 

Mental and physical strains involved in the daily routine of work. 

Specialization and its effect on the worker. 

Dangers involved that must be taken account of: tools, machines, 
appliances, riggings, scaffolding, etc. 

Legislation pertaining to safeguards. 

Hygiene of the Occupation. 

Ventilation and its relation to the health of the worker. 

Fumes, dusts, acids, poisons and their effect on the health of the worker. 

Economic Conditions. 

Hours and wages of the occupation. 

Average number of working days and income per year. 

Average period of earning ability. 

Comparison with other occupations. 

Profit sharing, insurance and pension provisions. 

Legislation pertaining to hours and wages. 

Evolution of labor and industry. 

Entrance to the Occupation. 

Age at which the occupation is usually entered. 

Various ways of entering. 

Apprenticeship and conditions the learner encounters. 

Legislation pertaining to apprenticeship. 
Demand for Labor. 

Relation between supply and demand. 

Factors influencing the labor market. 

Ratio between the number of workers in the specified occupation and 
other related trades. 
Mental and Physical Requisites for Efficiency in the Occupation. 

Character of education, training and experience needed for success. 

Personality, attitudes and aptitudes requisite for success. 

Importance of good health, hearing, eye sight, and mental and physical 
alertness. 
Opportunities for Advancement. 

Lines of promotion within the trade or industry and the rewards and 
responsibilities accompanying them. 

Trade and technical requirements for advancement. 

Personality, attitudes and aptitudes contributing to promotion. 



17 

VI Plant and Equipment for Teaching the Industrial Subjects in a Part- 
time School 
The Composite One Room Shop for the Small Community. 

The needs of the working boy, 14 and 15 years of age, may be served best 
in the small community by offering industrial activities other than the for- 
mal high school bench woodwork. This should give way to shop activities 
in the building trades and possibly the metal trades. Local industrial 
conditions will in all cases determine the final selection of the trade groups 
for instructional purposes. In a community where the metal industries 
predominate the metal trades Avould naturally be given — the idea being 
to train workers for the prevailing local needs. 

To illustrate the one room composite organization more in detail, it will 
be assumed that a small community desires to develop the program around 
the building trades group and the metal trades group. It will be possible 
to ofTer practical work and instruction in the following trades providing 
equipment is available. 

Buildimi Trades Group 
Practical work offered in 
Carpentry. 

Inside finishing and cabinetmaking. 
Inside wiring. 
Painting and decorating. 

Metal Trades Group 
Practical work offered in 
Machine shop. 
Sheetmetal work. 
The above organization indicates that practical activities cannot be car- 
ried on within the school for all the trades of each group. Chart Number II 
which follows is to show that the related technical and auxiliary information 
may be made an integral part of the instruction for the trade group. 
Chart II. General Organization of Instruction for the One Room Com- 
posite Shop. 







Related mathe- 








matics, science. 




Trade 


Practical 


drawing, safety. 


Vocational 


Group 


Jobs in 


hygiene, trade 
terms, equipment 
and materials 


Guidance in 




Carpentry 


Carpentry 


Carpentry 




Inside finishing 


Inside finishing 


Inside finishing 


Building 


Inside wiring 


Inside wiring 


Inside wiring 


Trades 


Painting and 


Painting and 


Painting and 




decorating 


decorating 


decorating 






Plumbing 


Plumbing 






Masonry 


Masonry 
Building contrac- 
tor 
Architect 




Machine shop 


Machine shop 


Machine shop 




Sheetmetal 


Sheetmetal 


Sheetmetal 


Metal 




Toolmaking 


Toolmaking 


Trades 




Forging 


Forging 






Welding 


Welding 

Machine drafting 
and designing 



18 

Chart II indicates that practical shopwork in some form is carried on in 
six trades. Instruction of a technical nature is drawn from eleven different 
occupations while vocational guidance information is presented from four- 
teen distinct occupations. If the trade groups are thoroughly representa- 
tive of the occupational activities of the community this instruction should 
be most beneficial. 

This program is possible only in a shop especially planned for a variety 
of activities. The shop layout which accompanies this section is suggestive 
of the type of shop necessary to offer instruction on a trade group basis. 
In the main, the layout is self explanatory. The entire thought of this 
plan was to provide space and equipment that would at least approximate 
in a small way actual conditions in a good production plant. Critics have 
said that composite shops are not found in the industrial world which is 
quite true, but it must be recognized that the composite organization is an 
effort to set up in miniature a small section of a production plant, each one 
in itself accurate as far as possible in regard to equipment, materials, con- 
structions and conditions of the occupations. 

A study of the shop layout reveals that it has lost its formal classroom 
appearance. Benches and equipment are placed as they are found outside 
of the school. Space is also available for the construction and assembly 
of work which is so essential when the products are other than taborets, 
plant stands and piano benches. 

Equipment for the Composite One Room Shop 

The equipment for this type of shop is not extensive. In fact, most 
manual training or industrial arts shops are provided with much of it. In 
practically all case?, a complete re-arrangement will be necessary. The 
lists here presented should be considered as comprising the minimum of 
equipment. 



19 







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V////////////>///////////^ /y//y/////yy/////>////////////////// ////// //'A 



Tota/ Area - / 200 So. Ft 
PLAN FOR COMPOSITE ONE-ROOM SHOP IN CONTINUATION SCHOOL. 



Building Trades 
Carpentry, Inside Finishing, Cabinetwork, and Painting. 

1 Variety saw, motor, belting and guard. 
X 4 Single benches with vises. 
X 1 Long double bench with vises. 
X 1 Long drawing table. 
X 1 Cabinet for drawings. 
X 1 Cabinet for tools and supplies. 
X 1 Lumber rack. 

8 Folding chairs. 
xl6 Individual drawing boards. 
Individual tools for 6 benches. 
General tools. 

Portable blackboard. , 

Glue pot. 
Clamps. 

Paint and varnish brushes. 
Scrapers. 

Supplies: lumber, screws, nails, glue, sandpaper, paints, oils, stains, 
varnishes, colors, turpentine, etc. 
x May be made in the shop. 



Inside Wiring. 

Small tools: hammers, screw drivers, pliers, hack saws, braces and 

bits, files, knives, etc. 
General equipment and supplies: testing instruments, knobs, cleats, 

switches, bells, lamp sockets, globes, push buttons, batteries, bell 

wire, light wire, annunciators, tubing, conduit material, screws, 

nails, staples, etc. 



20 

Metal Trades 

Machine Shop Work 

2 12" Engine lathes, motor, belting and shafting. 
1 Single spindle upright drill. 
1 Tool grinder. 
1 Gas furnace or forge. 
1 Anvil 
X 1 Long bench. 
4 Machinist's vises. 

Hand tools. 
1 Set forge tools. 

Sheet Metal Work 

1 Squaring shears. 
1 Burring machine. 
1 Wiring machine. 
1 Beading machine. 
1 Bow folder. 
1 Pair forming rolls. 
X 1 Heavy bench. 

4 Double burner gas furnaces. 

Small tools and equipment: hammers, punches, snips, dividers, 

squares, soldering coppers, pliers, stakes, mandrels, plates, etc. 
Supplies: tin plate, galvanized iron, copper zinc, common black iron, 

wire, rivets, solder. 
Note — All machines should be equipped with approved guards. 
X May be made in the shop. 

It is estimated that the shop may be equipped for the dual purpose at 
approximately the following cost : 

Building Trades Shop $1,200.00 

(Making equipment specified) 
Metal Trades Shop 2,500. 00 

Total Cost $3,700.00 

The Teacher in the Composite One-Room Shop 

This type of shop is essentially a one teacher shop. It will require a man 
of more than average ability and one with a wide general experience in indus- 
trial work. The industrial-teacher-training departments in the state nor- 
mal schools are making efforts to provide this type of teacher. This partic- 
ular course is two years in length with at least two full summers of approved 
practical work in industry. 

A small number of skilled tradesmen are also being secured who measure 
up to the requirements. Teachers in service are attending summer schools 
in increasing numbers and are also being prepared to meet this new require- 
ment of the part-time education program. 

Industrial Work in a Two or More Shop School 

The same objectives prevail in the larger school, as in the one-shop school. 
The difference is that added facilities are available for each trade group and 
usually each shop has a separate teacher. This is essentially a much more 



21 

desirable organization of the industrial activities. Local industrial con- 
ditions should again determine the types or combinations of trade work 
to be developed. 

Time Allotted to Practical Work. 

In schools equipped for two trade group activities, the students should 
be encouraged to spend enough time in each to make an intelligent occupa- 
tional decision. As previously indicated this may vary considerably with 
individuals. Schools prepared to offer more than two lines of work should 
permit the students to elect the trade groups they desire to pursue during 
the prevocational period. The carrying out of this suggestion may present 
practical difficulties in the matter of distributing students through the dif- 
ferent trade activities. This may be largely obviated by each student 
electing at least two groups. 



Organizing the Industrial Subjects in a Two or More Shop School. 

Each trade group has an independently equipped shop and a teacher. 
Chart No. Ill indicates the organization that is recommended for a larger 
school. 

Suggestions for a Shop Layout. 

A safe principle to follow in laying out a shop for a part-time school is to 
avoid the arrangement that presents the appearance of the formal class- 
room with its rows of benches, desks or tables. Endeavor to approach the 
well laid out modern commercial shop. Note that the layout of the one 
shop school presents a radical departure from the old manual training shop. 

The minimum amount of floor space for sixteen students should be 1200 
square feet. 



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23 

Equipment for a Two or More Shop School. 

The equipment for each trade group shop will be more extensive than that 
provided for the one room composite shop. Additional machine tools, 
benches, and individual equipment should be installed. 

It is estimated that the building trades shop could be equipped for $3,000. 
The metal trades shop would require approximately $4,500 and the print- 
ing trades will need about $1 ,800. In all cases these are minimum estimates. 



The Teacher in the Two or More Shop School. 

A unit shop organized about a single trade group will not require so large 
a degree of versatility on the part of the teacher as does the one room com- 
posite shop. It will be easier to secure an instructor who is able to teach 
a group of trades in his own immediate field than one proficient in two dis- 
tinct fields. In both cases better than average work will be needed on the 
part of the teacher. 

Teacher training courses with the requirements for resident and practical 
work are rapidly moving forward to meet this new demand. Improvement 
and extension courses for teachers already in service are also in a measure 
aiding in the broader preparation of the teachers demanded in the many 
new part-time schools. 



VII ORGANIZATION OF COURSES OF INSTRUCTION FOR A 

PART-TIME SCHOOL. 

Fundamental Organization Factors. 

It should be recognized that an analysis of the trade is absolutely funda- 
mental to the building of a course of instruction. An analysis serves to 
inventory the trade, classify the contents, and thus make usable to the best 
advantage, the various trade essentials. 

Selection of trade content for industrial purposes should be made on the 
following basis: 

a. Objectives of the instruction or course 

b. Age, previous training and education of student 

c. Time devoted to the work 

d. Equipment and material available 



Suggested Form of Organization. 

The charts which follow (Numbers IV to X) are suggested as a practical 
method of organizing teaching material. , The greatest merit of this plan 
is that it serves to unify the contents of the trade subjects. The work listed 
under jobs is arranged according to difficulty. It is not the purpose to have 
all jobs listed but rather selected jobs from each group. In some instances, 
several will be working on the same job at the same time, for example, the 
garage. These courses are organized as short courses and primarily for 
vocational guidance purposes. 



24 

The attempt has been made by means of these suggestive outUnes of 
courses to set up a simple and workable program. They admit of extension 
by individual teachers as their work may demand. It has been found that 
many of the elaborate courses that have been worked out, in innumerable 
instances are preserved and filed all too carefully, and are not in daily use 
on the floor of the shop. 

An effort to picture each phase of the shop activity has also been made 
and to show the relationships existing between the practical jobs, the tech- 
nical information and the auxiliary material. Courses laid out in this form 
offer no excuse for slighting certain aspects which go to make up the complete 
unit. Experience has shown that the auxiliary information and especially 
the vocational guidance aspect has been almost entirely disregarded in the 
actual instruction given from day to day by the average teacher. 

Attention is again called to Charts Nos. II and III which show that prac- 
tical work is offered in only part of the trades within each group. Certain 
phasesof the technical aspects are presented for all the trades which is also 
true for the vocational guidance information. 



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31 

The Job or Unit Instruction Sheet. 

Two very pertinent factors enter into the part-time program as advocated 
and make necessary the use of job instruction sheets. First, the composite 
shop plan with its diversified activities requires that the teacher employ 
devices to assist him in his instruction. Second, previous training and ed- 
ucation, irregular periods of entrance to school, and the general unlikeness 
of needs make the instruction almost entirely individual in character. It 
cannot be conceived how any teacher could put through a program of educa- 
tional work under the conditions demanded by this organization and have it 
terminate successfully without utilizing to a large degree job instruction 
sheets of some form. 

The job instruction sheet shown in this section is made to include not only 
the practical job, the technical and auxiliary information but also the 
English, civics, American and industrial history and economics. The shop- 
work of the part-time school becomes the core and serves to motivate and 
vitalize the more academic part of the instruction. Each sheet represents 
a complete unit of instruction. 

Job instruction sheets may be organized around complete jobs or about 
an operation or group of operations. It is recommended that the latter 
plan be used in that it will provide a very definite piece of work to be done 
for practically each class period. It will involve more work for the teacher 
and mean many more instruction sheets but will prove more satisfactory 
in the end. 

First sheets placed in the hands of students should indicate very fully the 
actual procedure in doing the job. As the student advances, directions on 
the sheet become less detailed and present each job as a problem requiring 
the best efforts of the individual. Teachers should plan to check each 
student frequently and eliminate all guesswork procedure. In cases of 
students not ready to make complete use of sheets, special supplementary 
or drill sheets should be utilized. 

A complete discussion of the job instruction sheet or unit instruction 
sheet with numerous examples will be found in the monograph "Unit 
Instruction Sheets and Individual Instruction in Vocational Classes" by 
Rodgers and Furney. 



32 



Part-time School 

JOB INSTRUCTION SHEET 
UNIT— BUILDING TRADES—CARPENTRY NO. 1 

JOB : 1 W. P. Window Box, 6^ " x 9 " x 2' 6 " outside dimensions 




Bill of Materials 

2 Pes. W. P. if"x6"x2'6" 

1 Pc. W. P. i|"x9"x2'6' 

2 Pes. W. P. i|"x6"x7f" 

Operations 

1. Select stock 

2. Cut-off to rough dimensions 

3. Plane working faces and 

edges 

4. Guage to width • 

5. Plane to width 

6. Lay-off and cut to lengths 

7. Assemble sides and ends 

8. Fasten on bottom 

9. Bevel upper outside cor- 

ners j" 
10. Set nails, putty holes and 
sand-paper 

Related Drafting 

1. Free hand working drawing 

of job 

2. Mechanical drawing of job, 

scale 3" to 1' 

Hygiene and Safety 

1. Handsawing — position of 
hand and holding of 
stock to avoid personal 
injury 



Related Mathematics 

1 . Figure the amount of mater- 

ial in one box. 

2. What is the cost of mater- 

ial for one box at $80.00 
per M? 

3. What would it cost the 

School Board for labor 
and material to build 35 
boxes if it takes a car- 
penter 40 minutes to 
make one and he was paid 
90 cents per hour? 

Trade Terms 

1. What do the following 
terms mean : working 
face, working edge, butt 
joint, bevel? 
Read: Trade Foundations, 
pp. 289 
Tools and Materials 

1. Name 5 interesting facts 

about white pine. 
Read: Trade Foundations, 
pp. 194 

2. Describe the proper method 
of using square, saw, guage, 

hammer. 
Read: Trade Foundations, 
pp. 289 
Vocational Guidance Informa- 
tion 

1. Importance of carpentry 

2. Conditions of employment 
Read: Trade Foundations, 

pp. 79 
Read: Occupations, pp. 163 



Note: Academic subject matter is placed on reverse side of sheet. 



33 



ACADEMIC AND REQUIRED SUBJECTS 



ENGLISH 



AMERICAN HISTORY, 

INDUSTRIAL HISTORY, 

CIVICS, ECONOMICS 



1 . Make up an order and prepare 
the form for the purchase of 
lumber for 35 boxes. 



Write the definition for each 
of the following terms: 

Working face 
Working edge 
Butt joint 
Bevel 

Read the story of David May- 
dole, Hammer Maker, in Par- 
ton's Captains of Industry. 



1. Make a list of the workers in 
the building trades. 

Read: Occupations, pp. 163- 
171: Trade Foundations, 
pp. 79-83 



2. Make up a table showing the 
wages earned by apprentice 
and journeyman carpenters in 
your community. 

3. Estimate or find by inquiry 
the number of working days 
in the year for carpenters in 
your community and then 
determine the annual earnings 
of the various classes of ap- 
prentice and journeyman car- 
penters. 



Note: Reverse side offjobnnstruction sheet 



34 

VIII Trade Preparatory and Extension Work in the Part-time School. 

The part-time school boy should be encouraged to make an occupational 
decision as early as he can intelligently. This means that shops must be 
equipped, courses organized and teachers qualified to give intensive special 
trade training to some of the 15-year-old group and probably to the majority 
of the 16-year-old group. 

Trade preparatory instruction will be an extension of industrial activities 
given for guidance purposes and will in most cases require additional equip- 
ment. Local conditions determine the type of prevocational work, there- 
fore the determination of trade preparatory work in the school is no special 
problem. Specialized industries such as the glass, textile, and shoes, will 
necessitate co-operative plant extension courses. 

Content of Trade Preparatory and Extension Courses. 

This content should comprise material classified under the same general 
headings as for the prevocational work, practical jobs, technical work, and 
auxiliary information. 

Vocational guidance information should be minimized and the emphasis 
placed on elementary industrial ecomonics introduced from the trade stand- 
point. 

All teaching content should grow out of an analysis of the trade or develop 
from it. Each trade course should furthermore be set up as previously 
outlined for the elementary work. Practical jobs should be selected very 
carefully and should embody as many of the commercial operations on 
type machines as time and equipment will permit. 

Equipment and Teachers. 

Trade preparatory work cannot be effectively done if the equipment has 
been selected with only the prevocational objectives in mind. Good machines 
and equipment suitable for a high grade commercial plant are necessary for 
good instructional work. 

The teacher should have had trade experience supplemented by a special 
preparation for teaching. This form of shop activity is distinctly trade 
work and as such requires an experienced trade trained man. 

In placing equipment, the modern commercial shop, not the formal school, 
should be made the model as far as practicable. 



Job or Unit Instruction Sheets. 

Individual instruction or job sheets should also be used in this kind of 
w^ork. The general form presented for the prevocational work is equally 
adapted to the trade extension course. 

Whenever standardized work is going through the shops, job sheets may 
be prepared in advance. Irregular jobs coming in at odd times will require 
special work on the part of the instructor. It will be found possible to 
have the more advanced students take blank job sheets and fill out parts 
before undertaking the work. 



35 

IX. Teaching English, Mathematics, Science, Hygiene and the Social 
Sciences to Boys in Industrial Courses. 

While the industrial courses taught in part-time schools are conceived 
as being of a vocational character it is evident that the usual regular school 
subjects are given. English, mathematics, sciences, hygiene, civics and 
economics find a large place in the curriculum. However, the materials 
and methods used in teaching such subjects are considerably different from 
those employed commonly in the grammar and high schools. 

It is clearly recognized that "all must learn to read and to write, to use 
figures whenever necessary in connection with their work and in the ordi- 
nary affairs of daily life, to know enough about history to appreciate the 
element of growth in civilization, enough of science to understand that it 
means a substitution of real knowledge for mere "rule of thumb," enough 
of physiology and hygiene to appreciate the existence of nature's laws 
governing the health of the individual and of society and enough technical 
work to inspire an interest in the individual activities by which the majority 
of humanity supports itself. It is hard to conceive of attainment of genu- 
ine success in life, under present day conditions, that is not built upon at 
least a rudimentary working knowledge of practically all of these educational 
elements. These are found in the school curriculum today as a result of 
the working of the law of the survival of the fittest. Because they are 
essential they have persisted." 

New methods are to be applied to the teaching of these subjects, methods 
based upon a sound psychology of learning — connecting up or correlating 
that which is to be taught with that which is of basic interest and greatest 
value to this group of employed boys, the industrial training. 

"Learning is connecting," says Thorndike, "and man is the great learner 
because he forms so many connections. There are millions of them. They 
include connections with subtle abstract elements or aspects or constituents 
of things and events as well as with the concrete things and events them- 
selves." 

"Learning is connecting, and teaching is the arrangement of situations 
which will lead to desirable bonds and make them satisfying. A volume 
could well be written showing in detail just what bonds certain exercises in 
arithmetic, spelling, German, philosophy and the like, certain customs and 
laws, certain moral and religious teachings, and certain occupations and 
amusements, tend to form in men of given original natures; or how certain 
desired bonds could economically be formed." 

The method of teaching the general subjects in the part-time school will 
be that of maintaining an intimate relation between (1) the practical in- 
dustrial work and (2) those other intellectual processes which in their 
expressions we classify and denominate as English, mathematics, science, 
social sciences and hygiene. For example, the mathematics taught to a 
group of kiln burners in the pottery industry will include the following: 

1. The telling of time — hours and minutes 

2. Weighing in pounds, etc. 

3. Estimating weight in pounds 

4. Measuring temperatures (pyrometer, cones, expanding rings) 

5. Using Fahrenheit or Centigrade scale 

The science which should be taught to the same group will include the 
following facts: 

1. C 4- O gives heat 

(Glost kiln — heat changes powdered glaze to glass. Excessive 



36 

heat flows glaze more than necessary and cracks ware) 

2. Insuflicient O gives CO 

3. S-}-20=S02 (Correct amount of air gives CO — excess over correct 

amount cools kiln and wastes heat). 

4. 2H+0=H20 

5. Free hydrogen reduces 

6. Sulphur fumes reduce 

7. Heat changes clay 

8. Heat drives off mechanical moisture 

9. More heat drives off water in crystallization 

10. Clay contracts when mechanical moisture is driven off 

11. Clay contracts when water is driven out of the crystals 

12. Body vitrifies at proper heat 

13. Body softens at too high heat 

14. Body discolors if gaseous conditions is not right 

15. When bisque is overfired it grows soft 

The English might include oral and written expression based upon such 
reading as the chapter on the Pottery Industry from Elementary Industrial 
Arts by L. L. Winslow or The Potter's Song from Keramos by Henry 
Wadsworth Longfellow% 

The following sections contain considerable helpful material relative to the 
organization and teaching of these general subjects in the part-time school. 

HYGIENE 

The purpose of teaching hygiene in the part-time school is to increase 
the occupational efficiency of the pupil. It is obvious that any improve- 
nient in the physical condition of a young worker will certainly increase 
his efficiency. Improper diet and infringement of the laws of physical 
life result in reduced energy and sickness. Children rarely have any ade- 
quate knowledge of the effect which their modes of life have upon their 
health and strength. Any study or training which tends to improve the 
pupil's health will possess real vocational value. 

In the organization of instructional material care should be taken to 
establish the proper contacts with the types of work or the vocations which 
are being taught or in which the children are engaged. Some of the topics 
which should be included in a course of study are: 

1. Occupational dangers — dangers of catching hands in knives, danger 

from dust, danger to eyes when working on an emery wheel, 
danger due to failure to use guards, etc. 

2. Occupational diseases. 

3. Food, clothing, rest, recreation. 

a. Food according to occupation and why 

b. Clothing according to occupation 

c. Avoidance of fatigue — "Statistics covering accidents in the 

factories of Illinois for a period of one year show that between 
the hours of 8 and 9 o'clock in the morning there were 120 
accidents, and that the number steadily and progressively 
increased until during the hour between 11 o'clock and noon, 
257 accidents were recorded. In the hour following the noon 
rest or between one and two o'clock there were 111, the num- 
ber again increasing hour by hour until between four and five 
the maximum of 260 accidents was reached." 



37 



4. Physical condition in relation to the choice of an occupation. 

5. State laws relative to safety and hygiene in factories 

6. Hygiene in the home 

7. Community hygiene 



SOCIAL SCIENCES 

Such subjects as American histor\^ industrial history, civics and econom- 
ics should be taught from the standpoint of social sciences. The objective 
should be the explanation of the industrial, economic and social situations 
in which the boy finds himself and some clear understanding of the develop- 
ment of these situations. The topics which might well be considered in 
such a course are as follows: 

1. The modern industrial system 

a. Relationship of an employee to his employer 

b. Relationship of an employee to his fellow workers 

c. The modern factory and its advantages in a scheme of production 

d. Rewards of labor 

Opportunity to work 
Increasing earning power 
Leisure 
Satisfaction 

e. Development of modern factory system 

f. Development of modern system of free labor - 

g. Necessity for management 

2. Some necessary economic facts 

a. Human wants — individual, community and institutional 

b. Satisfaction of economic wants 

c. Wealth and poverty 

d. Agencies of production — land, labor, capital, management 

e. Property 

f. The economic ideal 

3. Land 

a. Private ownership of land 

b. How private ownership came to be 

4. Capital 

a. What capital is 

b. The capitalist 

c. Capital and labor 

5. Political Science — American 

a. Constitutional rights 

b. How society governs itself 

c. Branches of government 

d. Taxes a function of government — direct, indirect, federal, state, 

local 

e. Federal customs 

f. Development of political institutions 



MATHEMATICS 

In the teaching of mathematics the teacher should organize instructional 
material which is intimately correlated with the jobs taught. The job 



38 

analysis should reveal just what mathematics a worker needs to know in 
order to perform a specified job. The gloss kiln burner in a pottery must 
be able to 

a,, weigh in pounds (platform scales) 

b. measure temperature (pyrometer, cones, expansion rings) 

c. use Fahrenheit and Centigrade scales 

d. make a time temperature curve (Fahrenheit and Centigrade) 
These various computations should be taught in connection with the jobs 

to which they apply or in the performance of which they are a neces- 
sary requisite. 

Text books cannot be used except for drill work as it is impossible to set 
up in any but a specially prepared book the work which should be taught. 



ENGLISH 

English is generally recognized as one of the important subjects. The 
purposes which seem, possible of realization and particularly appropriate 
for part-time pupils in this subject are: 

1. Ability to interpret the printed page 

2. Development of a genuine fondness for books 

3. Development of a desire to read as a means of recreation 

4. Development of the idea of the dependence of the civilized world 

on books 

5. Development of the idea that ability to handle books will contribute 

to success 

6. Development of power of oral and written expression 

7. Development of aesthetic appreciation of literature 

To induce reading it is necessary to first provide those books which the 
boys and girls want and which they can read easily and quickly and then 
to introduce the works they should have. They should have access to a 
large and varied assortment of books and magazines and should be encour- 
aged to devote time to outside reading. 

A general outline of English work for part-time classes follows: 

1. Oral English 

a. Free discussion in all classes 

b. Talking to the point — listing points and organizing material 

for one minute talks 

c. Corrective drills for mispronunciations 

d. Vocabulary building 

e. Cultivation of variety of expression 

f. Correcting "and" and "then" habits 

g. Formulating intelligent questions 
h. Oral application for position 

2. Reading 

a. Silent for content — how to study and to interpret orders, use 

of dictionary, reference works and newspapers 

b. For appreciation — exposing to library, listening to teacher give 

fine quotations 

3. Grammar 

a. Corrective drills for misused verbs, pronouns, adjectives, ad- 

verbs, prepositions 

b. Correction of vulgarisms 

c. Punctuation of written work 



39 



d. Spelling trade terms and student's written vocabulary 

e. Little work in grammar 
4. Written English 

a. Copying or waiting from dictation, notebook material in all 

classes 

b. Filling out forms 

c. Business letters 

d. Friendly letters 

Description — tools, processes, etc. 
Exposition — simple directions, etc. 
Narration — reports on shopwork, etc. 



X. Suggestions on Methods of Instruction in Part-time Classes. 

The analysis of the subject to be taught followed by the selection of units 
of instruction on the basis of the course objectives, facilities, time and abili- 
ties of students are fundamental to efifective teaching. Any discussion of 
method must therefore consider the organization of content. 

The work of the teacher may be divided into four blocks or periods: 

1. The preparatory period 

2. The presentation period 

3. The classwork period 

4. The dismissal period 

The preparatory period is the time outside of regular class periods that 
teachers should give to organizing and preparing: 
Instruction or job sheets 
Special topics for class or group instruction 
Individual assignments for students 
Materials, equipment, illustrative material and supplies for class use. 

One of the functions of a director or supervisor is to bring about results 
in terms of the above requisites. 

The presentation period is the time in the regular school day devoted to 
the presentation to the class or groups of specially prepared material, either 
subject matter or trade practises. Two lines of approach may be utilized 
(l)the informational, (2) the developmental. The latter approach is the 
better as it provides opportunity for the largest possible amount of think- 
ing and activity on the part of the student. 

Teachers may employ four methods in connection with their instruction 
in individual subjects: (1) demonstration, (2) illustrative, (3) lecture, (4) 
experimental. An analysis of the various methods indicates that the demon- 
stration is most effective for all-round general pruposes. The demon- 
stration may be given in part, or in whole, by the teacher or by the students. 

A director's or a supervisor's time may be well spent in part, in developing 
a special technique in conducting class, group or individual instruction. 
Problems of attention, native reactions, apperception, habit formation and 
self-activity should be constantly stressed. 

Definiteness of purpose, summarizing and clinching of essential points 
in each day's work, and definite student assignments at all times, will do 
mush to secure results in the part-time school shops. 

The classwork period is that part of the class period in which the students 
devote their time to individual assignments. Teachers during this period 
must render such individual assistance as will enable the students to secure 
the most from their assignments. Instructors of shop subjects are com- 



40 

mencing to realize that certain principles of teaching must be observed in 
class or group instruction but fail to carry over the same principles in con- 
nection with individual instruction. If principles are worth consideration 
in one case they are equally applicable in the other. 

The dismissal period is that part of the class period given over to placing 
the shop in order preparatory to closing the classwork. Teachers have an 
opportunity here to develop standards of shop orderliness that will be very 
beneficial to students. This period should not be a haphazard picking up 
of materials, equipment etc., but a very carefully planned and organized 
part of the work of the class. Assigned duties to each student will usually 
result in the work being done rapidly and well. 



Records of Student's Progress. 

A student's progress record sheet should be a part of every shop teacher's 
equipment. Teachers should be in a position to tell at any time what 
jobs each student has completed and the quality of work being done. Many 
teachers prefer a large sheet that can be posted in the shop where students 
may see it daily. 

This form of record may be worked out in numerous ways. The follow- 
ing" is merely a suggestion. 

STUDEirrs' PROGRESS ESCORD 



NAMES 


Jobq 


f the Cour8e--Building Trades 








1 








X 








OP 

STUDENTS 


ftl 

^ 

^ 
•^ 

^ 


*0 






















6 '^ 


/ 


A 




/ 




/ 




/ 


/ 


/ 


1. Adams, Wm. 


r° 


/ 


/ 




/ 




/ 




/ 


/ 


/ 






9/ 


/ 


/ 


/ 




/ 


/ 


/ 


/ 


/ 


2. Andrews, John 


/ 


/b 


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/ 


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/ 


3. Brown, Edw. 


/B 


/ 


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/- 


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/ 


/ 


/ 


/ 


/ 


z_ 



FORM OF SUGGESTED PROGRESS CARD. 



The minimum requirements of the course are indicated under the head- 
ing of jobs. Blank space should be left frequently to permit of the adding 
of special jobs. The figure in each square represents the number of hours 
given to the job and the letter signifies the quality of work done. Teachers 
will discover that students will assist in keeping this record up to date and 
will be very much interested in their records. 

An extension of the job column will permit the teacher to add the jobs of 
each trade in the group and will thus give a complete record of the student's 
activities in the trade group. 



41 

XL Summary. 

The material that has been presented under the title, Organization and 
Teaching of the Industrial Subjects in a Part-time or Continuation School 
may be summarized as follows: 

1. The occupational facts pertaining to the community are absolutely 

essential for the intelligent development of a program of part- 
time education. 

2. A general survey of the occupational facts discloses that the vast 

majority of part-time children between the ages of 14 and 16 years 
are employed in juvenile occupations and will change their jobs 
sometime after the 16th birthday. 

3. The period immediately preceding the transition of these young 

people from juvenile to adult occupations should be one of intel- 
ligent and sympathetic vocational guidance. 

4. Vocational guidance of the greatest benefit to the individual is that 

guidance given through a series of controlled practical experiences, 
on selected jobs, drawn from a wide range of occupational activities. 

5. The organization of instructional material and the equipment of 

shops on the trade group basis affords the greatest possible oppor- 
tunity to offer selected experience in a wide variety of occupations. 

6. The organization of courses or instructional content should be around 

the practical jobs, the related technical information and the auxi- 
liary information which includes the vocational guidance material. 

7. Instruction organized on a trade group basis means a variety of 

occupational activities carried on within one shop and under the 
direction of one teacher. 

8. A variety of occupational activities for part-time students in one 

shop necessitates making the instruction almost entirely individual 
in character. 

9. Individual instruction in the composite shop requires the use of 

job instruction sheets to supplement the work of the teacher. 

10. Instruction sheets should be so organized as to specify a definite job 

to be done with its accompanying technical, auxiliary and academic 
subject matter. Sheets should in all cases be prepared in a man- 
ner to call forth the greatest amount of individual effort on the 
part of the student. 

11. The vocational activities in the part-time school may well be the 

core for all the instruction offered, in this way utilizing the phase 
of school work that is most interesting to vitalize the entire 
program. 

12. Trade preparatory work in the part-time school can only give at 

best, training in a limited number of fundamental jobs; trade ex- 
tension work can offer the technical phases of the occupations that 
students do not secure on the job. 

13. Short time contact in the part-time school requires a definite 

analysis and organization of teaching content; clear and well 
defined assignments to all students; shops and materials in readi- 
ness for work at all times; and at all times, consideration of the 
fundamental pedagogical principles in the individual or group 
instruction. 



42 

XII. SELECTED BIBLIOGRAPHY FOR THE TEACHING OF INDUS- 
TRIAL SUBJECTS IN A PART-TIME SCHOOL 

References on Organization of Industrial Courses. 

1. Syllabus of an Introductory Course on Part-time Education, 

University of California. 

2. Boston Continuation School, School Document No. 4, Boston 

Public Schools. 

3. Wisconsin State Board of Industrial Education, Bulletins, 10, 11, 

13, 14, Monographs 1, 2, 4. 

4. Federal Board for Vocational Education, Bulletin 52, Outline for 

the Machinist's Trade. 



References on the Building Trades. 

1. Carpentry — Griffith. 

2. Carpentry — Townsend. 

3. Constructive Carpentry — King. 

4. Furniture Making — Griffith. 

5. Cabinetmaking — Rudd. 

6. The Modern Woodfinisher — Maire 

7. Problems of the Finishing Room — Schmidt. 

8. House Decoration and Painting — Brown. 

9. Essentials of Electricity and Magnetism — Jackson and Black. 



References on the Metal Trades. 

1. Elements of Machine Work — Smith. 

2. Machine Shop Practise — Kaup. 

3. Elementary Machine Shop Practice — Palmateer. 

4. Sheetmetal Workers Manual — Broemel. 

5. Sheetmetal Pattern Book — International Correspondence School. 



References on Trade Mathematics. 

1 . Arithmetic for Carpenters and Builders — Dale. 

2. Mathematics for Machinists — Burnham. 

3. Shop Mechanics and Mathematics — Johnson. 

4. Essentials of Electricity — Timbie. 

5. Practical Mathematics — Hobbs, Waite, Schroeter. 



References on Trade'^Drafting. 

1. Engineering Drawing — French. 

2. Mechanical Drawing for High Schools — French and Svensen. 

3. Mechanical Drawing Problems — Berg and Kronquist. 

4. Mechanical Drawing for Secondary Schools — Crawshaw and Phillips. 
6. Machine Drawing — Griffin and Adams. 



43 
References on Safety and Hygiene, 

1. Safety First for Vocational Schools, University of State of New York. 

2. Hygiene for the Worker — Tolman. 

3. Safety First (Pamphlet) — Machinery Magazine. 

References on Materials and Equipment. 

1. Trade Foundations — Rodgers and others. 

2. Wood and Forest. — Noyes. 

3. Materials of the Household — U. S. Bureau of Standards, Washington 

4. American Machinist Magazine (Current Issues). 

5. Machinery Magazine (Current Issues). 

6. Elementary Industrial Arts — Winslow. 

References on Vocational Guidance. 

1. Trade Foundations — Rodgers and Others. 

2. Occupations — Gowin and Wheatley. 

3. Federal Board for Vocational Education — Opportunity Monographs. 

4. Vocational Guidance — Brewer. 

5. Elementary Industrial Arts — ^Winslow. 

References on Methods of Teaching. 

1. The Instructor, the Man and the Job — Allen. 

2. Teaching Manual Training and Industrial Arts — Griffith. 



LIBRPIRY OF CONGRESS 




